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Formal 5 Science

This mini-lesson plan is for a 2nd grade science lesson about mixing vinegar and baking soda. The purpose is for students to observe what happens when yellow vinegar and blue baking soda are combined. Students will make predictions, observe the experiment, and draw conclusions. They will draw pictures to document their observations and conclusions. The teacher will lead a discussion to engage strategic thinking skills and have students explain their predictions, observations, and conclusions in complete sentences.

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57 views4 pages

Formal 5 Science

This mini-lesson plan is for a 2nd grade science lesson about mixing vinegar and baking soda. The purpose is for students to observe what happens when yellow vinegar and blue baking soda are combined. Students will make predictions, observe the experiment, and draw conclusions. They will draw pictures to document their observations and conclusions. The teacher will lead a discussion to engage strategic thinking skills and have students explain their predictions, observations, and conclusions in complete sentences.

Uploaded by

api-319041284
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Mini-

Lesson

Plan Formal 5

Collett Elementary

GRADE LEVEL:
2ndGrade
BLOOMS TAXONOMY:

Understand,apply,
analyze,andcreate
DOK:

Level3&4/Strategic
ThinkingandExtendedThinking

Science

Lab Vinegar and Baking Soda


Mrs. Ali Grade 2 March 17, 2016

SUBJECT/ FOCUS:
Science
LESSONs PURPOSE
Thepurposeofthislessonistoactuallyseethewhat
mayhappenwhenyellowvinegarandbluebaking
sodacombined.Athemedscienceexperimentforthe
themeofSt.Patrick'sday.

INSTRUCTIONAL TYPE:
SmallgroupminilessondiscussionduringDaily5

LESSON LENGTH:
One15minutelessoninoneday

STANDARDS:
InvestigationandExperimentation
4.d.Scientificprogressismadebyaskingmeaningfulquestionsandconductingcareful
investigations.Asabasisforunderstandingthisconceptandaddressingthecontentinthe
otherthreestrands,studentsshoulddeveloptheirownquestionsandperforminvestigations.
Studentswill:
d.Writeordrawdescriptionsofasequenceofsteps,events,andobservations.

ComprehensionandCollaboration:
CCSS.ELALITERACY.SL.2.1
Participateincollaborativeconversationswithdiversepartners
aboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups.
CCSS.ELALITERACY.SL.2.1.A
Followagreeduponrulesfordiscussions(e.g.,gainingthefloorinrespectfulways,listening
tootherswithcare,speakingoneatatimeaboutthetopicsandtextsunderdiscussion).
CCSS.ELALITERACY.SL.2.1.B
Buildonothers'talkinconversationsbylinkingtheircommentstotheremarksofothers.
2012ELDStandards
Interpretive

5.ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts
.

OBJECTIVES-

Studentswillbeabletoarticulateincompletesentenceswhattheirpredictions,

observations,andconclusionsareduringthebeginning,middle,andendofthe
scienceexperiment.
Studentswillbeabletousestrategicandextendedthinkinginorderto
understandthatwhenyellowvinegarandbluebakingsodamixtheywillget
green.

VOCABULARY
Experiment
Prediction
observation

Vinegar
Baking soda
beaker

MATERIALS/PREPLANNING

Materials

Butcherpaper
Plastictrashbags
Vinegar
Bakingsoda
Yellowandbluefoodcoloring

OPENING
Displaysentencestarteronthewhiteboard,Mypredictionis..:
Teacher:
GroupGroup,wearegoingtobescientistandwillpredictwhatmayhappenwhenweuse
yellowvinegarandbluebakingsoda.Tellmewhatyouthinkmayhappen.Whywouldyou
thinkitwouldturnoutlikethis.Therearemanyscientistthattestouttheirhypothesisina
experiment.Todaywewillbedoingjustthat.

INSTRUCTIONAL STRATEGIES
All Students

SWD

repetitionofinstructionsandrephasing
questions
frequentchecksforcomprehension
differentiateinstructionandusemorethanone
waytodemonstrateorexplaininformation
refertoIEP
repetitionofinstructionsandrephasing
questions
frequentchecksforcomprehension

ELs

keepillustrationsbrief

usephotos,illustrations,examples,
demonstrations,videos,andmodelingto
developstudentsbackgroundknowledge
Emerging:
providewaittimeandthinktime
frequentchecksforcomprehension
usegestures,realobjects,speakingata
slowerpace,andusingshortsentencesand
phrases
sentenceframes
visualrepresentation

SUGGESTED PACING

Task 1

TheteacherandstudentsintheDaily5rotationswill
discusstheimportanceofpredictingwhatmight
happeninanscientificexperiment.Thechildrenwill
discussitwiththeirpeersandtheteacherwillask
questionstogetahigherlevelstrategictypeof
thinking.

Task 2

Theteacherwillaskwhatdoyouobservefirst?
Thestudentswillrespondwith,thattheyobserved
yellowvinegarinajarandbluebakingsodaina
container.
Theteacherwillaskthestudentstomakeaprediction
usingthesentencestartertocomeupwithideasof
whatmighthappen.Thenthestudentswillwritea
completesentenceofwhattheirpredictionwas.

Task 3

Theteacherwillpourthevinegarintothebeakerthat
hasthebakingsodaalreadyatthebottomofthe
beaker.Thechildrenwillobservethatwhenthetwo
colorsmixthestudentswillseethecolorgreenand
themixturefizzingoutofthejar.

Students:
Studentswilldrawoutwhattheyobservedfirstwith
thetwomaterialsusedintheexperimentandthen

Task 4

AssignIndependentPractices,
AssessPerformance,andProvide

CorrectiveFeedback

drawoutwhathappenedwhenthetwoelementswere
mixedtogether.

CLASSROOM ARRANGEMENTS/ TECHNOLOGICAL SUPPORT


ClassroomArrangements
Backtablereadingand
cooperativegroupingtable

TechnologySupport
NA

CLOSURE

Theteacherwilldiscusstheimportanceofpredictingandtestingoutyourown
hypothesisinascienceexperiments.Thestudentswillfinishdrawingoutwhatthey
observed.

EVALUATION/
ASSESSMENTS

Type1
InformalEvaluation:

Thediscussionofwhatthestudentspredictions
maybeduringthelesson.

Type2
FormalAssessment:

Thedrawinganddatacollectedfromtheexperiment.

BACK- UP

AvideoofChicagodyingtheirrivergreenforSt.PatricksDay.Thiswouldbeabetter
visualforlargebodyofwater.Thiswillexplainandgivetheclassaunderstanding
howtwocolorsmixtomakeadifferenttypeofcolor.Themixingofthemixturesisa
muchbetterconnectionandexperiment.
FOLLOW- UP

Followupquestionsofhowthestudentsfeltwhentheysawthemixturechanging
color.Graphtheirresultsoftheirpredictionsbeforetheexperimentstarted.

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